Computer Solutions - cteresource.org

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Computer Solutions 6606 6 weeks

6607 9 weeks

6608 12 weeks

6609 18 weeks

6610 36 weeks

Table of Contents Computer Solutions ...................................................................................................................................... 1

Acknowledgments ......................................................................................................................................... 2

Course Description ........................................................................................................................................ 3

Task Essentials Table .................................................................................................................................... 3

Curriculum Framework ................................................................................................................................. 3

Using Word Processing Software to Solve Problems ................................................................................... 5

Using Spreadsheet Software to Solve Problems ........................................................................................... 7

Using Database Software to Solve Problems .............................................................................................. 10

Using Technologies to Solve Problems ...................................................................................................... 12

Solving Ethical and Security Problems Relating to Technology ................................................................ 16

Solving Problems Relating to Computer Maintenance ............................................................................... 18

Using Presentations to Solve Problems ...................................................................................................... 20

SOL Correlation by Task ............................................................................................................................ 23

Teacher Resources ...................................................................................................................................... 25

Cyber Security and Cyber Forensics Infusion Units ................................................................................... 25

Entrepreneurship Infusion Units ................................................................................................................. 26

Appendix: Credentials and Career Cluster Information.............................................................................. 27

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Acknowledgments The components of this instructional framework were developed by the following curriculum development panelists:

Mary Kay Bartley, Instructor, Beverly Manor Middle School, Augusta County Public Schools Courtney M. Fleming, Senior Vice President, Virginia Bankers Association, Richmond Cindy Fuller, Instructor, Sandburg Middle School, Fairfax County Public Schools Kathleen Moore, Instructor, Thornburg Middle School, Spotsylvania County Public Schools Fealeacia Price, Instructor, Elkhardt Thompson Middle School, Richmond City Public Schools Carolyn Spohrer, Deputy Director, Virginia Community Action Partnership, Richmond Brian Taylor, Instructor, Franklin Military Academy, Richmond City Public Schools Michele Williams, Instructor, Mary Passage Middle School, Newport News Public Schools W. Renee Wilder, Senior Data Analyst, VCU Health, Richmond

Correlations to the Virginia Standards of Learning were reviewed and updated by:

Leslie R. Bowers, English Teacher (ret.), Newport News Public Schools Vickie L. Inge, Mathematics Committee Member, Virginia Mathematics and Science Coalition Anne F. Markwith, New Teacher Mentor (Science), Gloucester County Public Schools Michael Nagy, Social Studies Department Chair, Rustburg High School, Campbell County Public Schools

Sandy Mills, State Specialist for the Virginia FBLA-PBL, reviewed and updated the FBLA correlations.

The framework was edited and produced by the CTE Resource Center:

Leanne Forbes Tipton, Writer/Editor Kevin P. Reilly, Administrative Coordinator

Virginia Department of Education Staff

Judith Sams, Specialist, Business and Information Technology and Related Clusters J. Anthony Williams, Curriculum and Instruction Coordinator

Dr. David S. Eshelman, Director, Workforce Development and Initiatives George R. Willcox, Director, Operations and Accountability

Office of Career, Technical, and Adult Education Virginia Department of Education

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Copyright © 2020

Course Description Suggested Grade Level: 7 or 8 Students are introduced to computing devices and software as problem-solving tools. Emphasis is placed on using basic touch keyboarding skills to complete a variety of projects incorporating word processing, database, presentation, and spreadsheet software. Basic Internet safety, coding, and device maintenance are components of this course. Note: Completer sequences and certifications do not apply.

Task Essentials Table • Tasks/competencies designated by plus icons ( ) in the left-hand column(s) are essential • Tasks/competencies designated by empty-circle icons ( ) are optional • Tasks/competencies designated by minus icons ( ) are omitted • Tasks marked with an asterisk (*) are sensitive.

• Task Number

6606 6607 6608 6609 6610 Tasks/Competencies

Using Word Processing Software to Solve Problems

31

Format existing documents.

32

Describe the writing process.

33

Create documents.

Using Spreadsheet Software to Solve Problems

34

Identify the structure of a spreadsheet.

35

Input data and formulas.

36

Edit data within the spreadsheet.

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37

Create graphs and charts to visually represent data.

38

Apply spreadsheet skills to solve a problem.

Using Database Software to Solve Problems

39

Identify the structure of a database.

40

Create a database by defining fields and designing formats.

41

Apply database skills to solve a problem.

Using Technologies to Solve Problems

42

Identify emerging technologies available to solve specified problems.

43

Identify local and worldwide network communication systems.

44

Use electronic search strategies to retrieve and evaluate relevant electronic information.

45

Analyze a problem to determine the technological options needed for a solution.

46

Apply technological skills to solve a communications problem.

47

Explore coding skills to solve real-world problems.

Solving Ethical and Security Problems Relating to Technology

48

Identify security issues related to hardware, software, and data.

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49

Explore problems involving integrity, courtesy, and confidentiality related to information and communications systems.

50

Identify the effect of regulations such as copyright and licensing agreements in computer software applications.

Solving Problems Relating to Computer Maintenance

51

Identify safety precautions associated with computer use.

52

Describe the care necessary for internal and external storage devices.

53

Describe methods of preventing the spread of computer viruses.

Using Presentations to Solve Problems

54

Identify presentation applications.

55

Identify the components of an effective presentation.

56

Build a multimedia presentation.

57

Apply a multimedia presentation to solve a problem.

Legend: Essential Non-essential Omitted

Curriculum Framework

Using Word Processing Software to Solve Problems

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Task Number 31

Format existing documents.

Definition

Formatting documents (e.g., letters, memoranda, reports, outlines, flyers, newsletters, and tables) should include

• setting tabs, using the ruler and/or the appropriate dialogue box • setting margins and spacing, using the appropriate feature • selecting font, font size, font style, and text color • inserting headers and/or footers (may include page numbers) • creating and manipulating columns, including centering columns on a page • creating and manipulating tables • formatting

o personal letters and/or business letters, using styles such as block, modified block, and modified block with indented paragraphs

o formal and simplified-style memoranda o basic business-style and Modern Language Association (MLA)-style reports o various types of outlines.

Enhancement may be achieved by creating a word-processed document and inserting clip art, digital photos, or scanned images.

FBLA Competitive Events and Activities Areas

Business Etiquette Community Service Project (Middle Level) Multimedia & Website Development

Task Number 32

Describe the writing process.

Definition

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Description should include

• drafting/prewriting • revising the draft • editing the draft • producing the final copy.



Task Number 33

Create documents.

Definition

Creation of documents (e.g., letters, memoranda, reports, outlines, tables, minutes, etc.) should include

• using the writing process • applying spelling and grammar rules • producing the final product.



Using Spreadsheet Software to Solve Problems

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Task Number 34

Identify the structure of a spreadsheet.

Definition

Identification should include

• terminology • features • elements • uses.



Task Number 35

Input data and formulas.

Definition

Inputting should include

• keying alphabetic and numeric data • selecting or entering formulas to perform calculations.



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Task Number 36

Edit data within the spreadsheet.

Definition

Editing (e.g., retrieve, update, move, and save) should include making changes or corrections to

• text • numbers, formulas, and functions • format.



Task Number 37

Create graphs and charts to visually represent data.

Definition

Creation should include selecting the most suitable forms to visually enhance and represent data. Types may include bar graphs, line graphs, pie charts, and others.



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Task Number 38

Apply spreadsheet skills to solve a problem.

Definition

Application should include

• stating the problem • identifying the content, format, and descriptors in a spreadsheet • organizing, entering, editing, and formatting data in a cell • enhancing a worksheet by adding color and/or graphics.



Using Database Software to Solve Problems

Task Number 39

Identify the structure of a database.

Definition

Identification should include the

• elements • purpose • examples.


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Task Number 40

Create a database by defining fields and designing formats.

Definition

Creation should include

• examining requirements, such as the o people and systems using the database (e.g., text, numbers, dates) o volume of data o size of data elements

• determining how the data will be entered, manipulated, and retrieved • configuring the forms, fields, and tables • saving the database file • deleting, editing, copying, and adding records • printing data within a database.



Task Number 41

Apply database skills to solve a problem.

Definition

Application should include

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• stating the problem • determining the appropriate format and output content • designing the database • entering, editing, and formatting data • performing searches (e.g., queries or filters) • sorting single and multiple fields in ascending (A-Z) or descending (Z-A) order and

determining where the database information will be inserted in the target document • merging.



Using Technologies to Solve Problems

Task Number 42

Identify emerging technologies available to solve specified problems.

Definition

Identification should include research into current and emerging technologies.


Business Etiquette Community Service Project (Middle Level) Critical Thinking Multimedia & Website Development

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Task Number 43

Identify local and worldwide network communication systems.

Definition


• Internet service provider • cloud computing • server • router • network card • networking software • shared printing • shared software.


Business Etiquette Community Service Project (Middle Level) Digital Citizenship Multimedia & Website Development

Task Number 44

Use electronic search strategies to retrieve and evaluate relevant electronic information.

Definition

Use should include

• accessing search engines and the Uniform Resource Locator (URL) address

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• connecting to a website that provides dependable information • gathering data about a particular subject • using online research skills • determining whether a site is reliable and relevant • identifying domains (e.g., .gov, .us, .edu, .net).



Task Number 45

Analyze a problem to determine the technological options needed for a solution.

Definition

Analysis should determine

• the problem • the most suitable option for addressing the problem • the features of the option that will help solve the problem.



Task Number 46

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Apply technological skills to solve a communications problem.

Definition

Application could include

• sending email • searching the Internet • building a website or web page • exploring new and emerging technologies.



Task Number 47

Explore coding skills to solve real-world problems.

Definition

Exploration could include

• identifying programming languages • participating in a coding activity.


Business Etiquette Community Service Project (Middle Level) Digital Citizenship Introduction to Computer Science & Coding

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Multimedia & Website Development

Solving Ethical and Security Problems Relating to Technology

Task Number 48

Identify security issues related to hardware, software, and data.

Definition

Identification could include

• social networking applications • tracking through cookies • smartphone/mobile devices • computer privacy • equipment theft • hacking and viruses • identity theft • plagiarism • intellectual property, patents, copyrights, and trademarks • Freedom and Innovation Revitalizing United States Entrepreneurship Act of 2007 (FAIR

USE Act) • Digital Millennium Copyright Act (DMCA) • Internet censorship

and the way each affects security or freedom.


Business Etiquette Community Service Project (Middle Level)

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Digital Citizenship Introduction to Computer Science & Coding Multimedia & Website Development

Task Number 49

Explore problems involving integrity, courtesy, and confidentiality related to information and communications systems.

Definition

Exploration could include examining issues that may be problematic, such as

• social networking sites • electronic privacy • netiquette (i.e., rules of conduct when using the Internet) • plagiarism • fair use • copyright • reliability of information • protection software • unsolicited messages across the Internet (e.g., spamming) • moderated online environments

to determine the problem and possible solutions.


Business Etiquette Community Service Project (Middle Level) Digital Citizenship Introduction to Computer Science & Coding Multimedia & Website Development

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Task Number 50

Identify the effect of regulations such as copyright and licensing agreements in computer software applications.

Definition

Identification could include

• typical copyright and licensing agreements • reasons for copyright and licensing agreements in a free market economy • problems with using copyrighted products without a licensing agreement or approval • civil and criminal penalties for using copyrighted products without a licensing agreement

or approval • benefits of obtaining licensed use of copyrighted products.



Solving Problems Relating to Computer Maintenance

Task Number 51

Identify safety precautions associated with computer use.

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Definition

Identification of safety precautions should address ergonomic, personal, and safety issues regarding

• monitors • keyboards • printers • laptops • projection devices • peripherals • chairs • workstations • basic electrical and wiring issues.



Task Number 52

Describe the care necessary for internal and external storage devices.

Definition

Description could include identifying

• types of storage (i.e., virtual, external, internal, permanent, or secondary) • maintenance, removal, and storage of external storage devices.


Business Etiquette

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Community Service Project (Middle Level) Digital Citizenship Introduction to Computer Science & Coding Multimedia & Website Development

Task Number 53

Describe methods of preventing the spread of computer viruses.

Definition

Description should include identifying

• available types and the benefits of virus-protection software • best practices for handling suspect email attachments • best practices for avoiding contracting viruses when visiting websites • virus-protection and security settings on the personal computer.



Using Presentations to Solve Problems

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Task Number 54

Identify presentation applications.

Definition


• an explanation of the uses/functions of a presentation • a description of the features, functions, and characteristics of these applications • a comparison of popular presentation applications.



Task Number 55

Identify the components of an effective presentation.

Definition


• lines of text per slide • words per line of text • length of presentation (i.e., number of slides) • size, color, and placement of text and graphics • choice of slide background • use of slide transitions • number and type of graphics and animations.


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Business Etiquette Community Service Project (Middle Level) Critical Thinking Digital Citizenship Introduction to Computer Science & Coding Multimedia & Website Development

Task Number 56

Build a multimedia presentation.

Definition

Building includes the planning process (i.e., choosing a subject, gathering supporting information, and outlining the sequence of the presentation) and creating the slides, a process that should include

• selecting a theme, layout, and colors for the slides • writing, formatting, and placing text • selecting appropriate sounds and transitions • illustrating the slides with graphics • supporting the information with charts and graphs.



Task Number 57

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Apply a multimedia presentation to solve a problem.

Definition

Application should include using specialized features (e.g., transitions, animations, timings, backgrounds, and graphics) to increase the effectiveness of the presentation.


Business Etiquette Community Service Project (Middle Level) Critical Thinking Digital Citizenship Introduction to Computer Science & Coding Multimedia & Website Development

SOL Correlation by Task 31 Format existing documents. English: 8.3 32 Describe the writing process. English: 8.7, 8.8 33 Create documents. English: 8.7, 8.8 34 Identify the structure of a spreadsheet. English: 8.4 35 Input data and formulas. English: 8.3

Mathematics: A.4, AII.3, COM.7, COM.10

36 Edit data within the spreadsheet. English: 8.8

Mathematics: COM.15 37 Create graphs and charts to visually represent data. English: 8.3

Mathematics: COM.7, PS.1* 38 Apply spreadsheet skills to solve a problem. English: 8.6

Mathematics: COM.1, COM.7, COM.12

39 Identify the structure of a database. English: 8.4

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40 Create a database by defining fields and designing formats.

English: 7.6, 8.4, 8.6

Mathematics: COM.1, COM.5, COM.9, COM.10, COM.11, COM.14

41 Apply database skills to solve a problem. English: 8.4

Mathematics: COM.1, COM.5, COM.9, COM.10, COM.11, COM.14

42 Identify emerging technologies available to solve specified problems.

English: 8.9

43 Identify local and worldwide network communication systems.

English: 8.9

History and Social Science: GOVT.12, VUS.14, WG.17, WHII.14

44 Use electronic search strategies to retrieve and evaluate relevant electronic information.

English: 8.9

45 Analyze a problem to determine the technological options needed for a solution.

English: 8.6

Mathematics: COM.1, COM.3 46 Apply technological skills to solve a communications

problem. English: 8.6


47 Explore coding skills to solve real-world problems. English: 8.6


Mathematics: COM.1, COM.2, COM.10, COM.11

48 Identify security issues related to hardware, software, and data.

English: 8.6


49 Explore problems involving integrity, courtesy, and confidentiality related to information and communications systems.

English: 8.6

50 Identify the effect of regulations such as copyright and licensing agreements in computer software applications.

English: 8.6

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History and Social Science: GOVT.9, GOVT.14, GOVT.15

51 Identify safety precautions associated with computer use.

English: 8.6

52 Describe the care necessary for internal and external storage devices.

English: 8.6

Mathematics: COM.16 53 Describe methods of preventing the spread of

computer viruses. English: 8.6

54 Identify presentation applications. English: 8.6 55 Identify the components of an effective presentation. English: 8.6 56 Build a multimedia presentation. English: 8.3

Mathematics: COM.7, COM.12 57 Apply a multimedia presentation to solve a problem. English: 8.6

Mathematics: COM.7, COM.12

Teacher Resources Instructional Scenarios The following instructional scenarios provide classroom activities to support the major concepts included in Computer Solutions.

• Let's Get This Party Started Duty/Concept Area(s): 38-40/Word Processing Software to Solve Problems

• Reviewing an Action Movie Duty/Concept Area(s): 50-55/Using Technologies to Solve Problems

• Solving Ethical and Security Problems Relating to Computers Duty/Concept Area(s): 56-58/Solving Ethical and Security Problems Relating to Technology

• Self Help Brochure for Computer Maintenance Duty/Concept Area(s): 59-60/Solving Problems Relating to Computer Maintenance

• Cyberbullying is NOT cool! Duty/Concept Area(s): 61-64/Using Presentations to Solve Problems

• Where in the World Duty/Concept Area(s): 62-73/Using Presentations to Solve Problems

Cyber Security and Cyber Forensics Infusion Units

http://www.cteresource.org/attachments/bus/scenarios/computer-solutions/lets-get-this-party-started.pdf

http://www.cteresource.org/attachments/bus/scenarios/computer-solutions/reviewing-an-action-movie.pdf

http://www.cteresource.org/attachments/bus/scenarios/computer-solutions/solving-ethical-and-security-problems.pdf

http://www.cteresource.org/attachments/bus/scenarios/computer-solutions/self-help-brochure-for-computer-maintenance.pdf

http://www.cteresource.org/attachments/bus/scenarios/computer-solutions/cyberbullying-is-not-cool.pdf

http://www.cteresource.org/attachments/bus/scenarios/computer-solutions/where-in-the-world.pdf

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Cyber Security and Cyber Forensics Infusion Units (CYBR) were designed to be infused with designated CTE courses to help students in those programs achieve additional, focused, validated tasks/competencies in personal and professional cyber security skills. These units are not mandatory, and, as such, the tasks/competencies are marked as "optional," to be taught at the instructor's discretion.

Entrepreneurship Infusion Units Entrepreneurship Infusion Units may be used to help students achieve additional, focused competencies and enhance the validated tasks/competencies related to identifying and starting a new business venture. Because the unit is a complement to certain designated courses and is not mandatory, all tasks/competencies are marked “optional.”

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Appendix: Credentials and Career Cluster Information Industry Credentials: Only apply to 36-week courses

• College and Work Readiness Assessment (CWRA+)

Career Cluster: Information Technology

Pathway Occupations

Information Support and Services

Computer Support Specialist Customer Service Representative Maintenance Technician Technical Writer

Documents

Computer Solutions - cteresource.org